Namen anketne raziskave je bil pokazati, kako se prepričanja o samoučinkovitosti učiteljev tujih jezikov (N = 69) in njihove skrbi v povezavi z izvajanjem inkluzivnih učnih praks z učenci z ...disleksijo ter njihov odnos do inkluzije v tujejezikovnem izobraževanju spremenijo zaradi udeležbe učiteljev na intenzivnem usposabljanju v živo o disleksiji in poučevanju tujih jezikov. Primerjave pred začetkom in po koncu usposabljanja so pokazale statistično pomembno izboljšanje prepričanj o lastni učinkovitosti in stališč z veliko do srednjo velikostjo učinka ter zmanjšanje zaskrbljenosti z majhno velikostjo učinka. Poleg tega se je zaznana raven znanja o disleksiji, o kateri so poročali udeleženci usposabljanja po njegovem zaključku, v primerjavi z znanjem pred usposabljanjem pomembno povečala, pri čemer je bila velikost učinka velika. Zaznavanje znanja je bilo ključno povezano s prepričanji o lastni učinkovitosti pred usposabljanjem in skrbeh ter s prepričanji o lastni učinkovitosti po usposabljanju. Raziskan je bil vpliv več osnovnih spremenljivk na prepričanja o lastni učinkovitosti, skrbi in stališča. Ugotovili smo, da splošne pedagoške izkušnje, izkušnje pri poučevanju učencev z disleksijo, okoliščine poučevanja (država), zaposlitev za polni delovni čas in stopnja izobrazbe ne vplivajo pomembno na prepričanja o lastni učinkovitosti ter stališča pred usposabljanjem in po njem. Začetni učinek predhodnega usposabljanja na prepričanja o lastni učinkovitosti je v vprašalniku po usposabljanju izzvenel. Pri skrbeh in stališčih pred usposabljanjem in po njem ni bilo opaziti pomembnih učinkov predhodnega usposabljanja. Začetni učinek stopnje izobrazbe in izkušenj pri poučevanju tujega jezika učencev z disleksijo na zaskrbljenost je izzvenel v vprašalniku po usposabljanju. Kontekst poučevanja (država) in zaposlitev za polni delovni čas sta udeležence razlikovala glede tega, kako zaskrbljeni so bili pred usposabljanjem glede izvajanja inkluzivnega poučevanja, te razlike pa so se ohranile tudi po usposabljanju. Starost je razlikovala med udeleženci glede odnosa do inkluzivnega poučevanja, ki so ga imeli pred usposabljanjem, vendar so te razlike po usposabljanju izzvenele. In končno, učiteljice in učitelji usposabljanja so se pomembno razlikovali od drugih udeležencev usposabljanja glede samoučinkovitosti pred usposabljanjem in zaskrbljenosti po njem, pri čemer je bila velikost učinka majhna do srednja.
In this paper, we examine how the Covid-19 pandemic affected the quality of teachers' assessment and feedback in Finland's foreign language classes during the remote teaching period in spring 2020. ...Multifaceted assessment and feedback practices are underscored in Finland's core curricula, forming a focal aspect of learning. Therefore, we studied teachers' perceptions of their assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students' final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers' perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students' final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods.
Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students' current ...and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students' current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students' wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.
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